Download a free copy of the report book here; Grade 3 Report Card.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
| STAMPED PASSPORT PHOTO |
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
FACILITATOR’S NAME :
CONTACT : SIGN
SCHOOL STAMP
MATHEMATICS ACTIVITIES ASSESMENT:
KEY:EX EXCEEDING EXPECTATION ,MT –MEETS EXPECTATION,AP-APPROACHES EXPECTATION BE-BELOW EXPECTATION.
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | NUMBERS | |||||
| 1.1 | Number concept | |||||
| Use ordinary numbers to identify position from 1st -20th | ||||||
| 1.2 | WHOLE NUMBERS | |||||
| Count numbers forward and backward up to 1000 | ||||||
| Identify place value up to thousands | ||||||
| Read numbers 1-100 in words | ||||||
| Identify missing numbers in number patterns up to 1000 | ||||||
| 1.3 | FRACTION | |||||
| IDENTIFY ½,1/4,AND 1/8 as part of a whole | ||||||
| Identify ½,1/4,and 1/8 as part of a whole | ||||||
| 1.4 | ADDITION | |||||
| Add a 3 digit number to a 2 digit number without re-grouping with sum not exceeding 1000 | ||||||
| Add 3 digit numbers without regrouping | ||||||
| Add 3 single digit numbers with sum up to 27 | ||||||
| Add2-3 digits numbers with single re-grouping with sum not exceeding 1000 | ||||||
| Work out missing numbers In patterns involving addition up to 1000 | ||||||
| Create number patterns involving addition up to 1000 | ||||||
| 1.5 | SUBTRACTION | |||||
| Subtract up to 3 digit numbers without regrouping | ||||||
| Subtract up to 3 digit numbers without regrouping | ||||||
| Subtract up to 3 digit numbers involving missing numbers with single regrouping | ||||||
| Work out missing numbers in number pattern involving subtraction up to 1000 | ||||||
| 1.6 | MULTIPLICATION | |||||
| 1.7 | Division | |||||
| Represent division as repeated subtraction up to 5 times | ||||||
| Relate division to multiplication up to 9*10=90 | ||||||
| 2.0 | Measurement | |||||
| 2.1 | Measure length in meter | |||||
| Add and subtract length in meters | ||||||
| Estimate mass up to 20 meters | ||||||
| 2.2 | Mass | |||||
| Measure mass in kilogram | ||||||
| Add and subtract capacity in kg | ||||||
| 2.3 | capacity | |||||
| Measure capacity in liters | ||||||
| Add and subtract capacity in liters | ||||||
| Estimate capacity up to 5 liters | ||||||
| 2.4 | Time | |||||
| Read and tell time using the digital clock | ||||||
| Read and tell time using ‘past ‘and to the hours using the clock face | ||||||
| Write time using past and to the hour | ||||||
| Add and subtract time involving hours and minutes without conversion in real life situation | ||||||
| 2.5 | money | |||||
| identify Kenyan currency notes up to 1000 | ||||||
| Count money in different denomination up to cash 1000 | ||||||
| Add and subtract money involving up to 1000 | ||||||
| Relate money to goods and services up to cash 1000 | ||||||
| Carry out shopping activities involving change and balance | ||||||
| Appreciate spending and saving of money in real life situation | ||||||
| Differentiate between needs and wants | ||||||
| 3.0 | Geometry | |||||
| 3.1 | Position and direction | |||||
| Move along a straight line from a point | ||||||
| Turn to the right from a point | ||||||
| Turn to the left from a point | ||||||
| 3.2 | Shapes | |||||
| Make pattern involving rectangles,circles,triangle,ovals and squares |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENGLISH ACTIVITIES ASSESMENT
KEY EX-EXCEEDING EXPECTATION, MT-MEETS EXPECTATION, AP-APPROACHES EXPECTATION, BE-BELOW EXPECTATION.
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | LANGUAGE ACTIVITY | |||||
| 1.1. | Listening and speaking | |||||
| Listen attentively during a conversation | ||||||
| Respond to simple specific directional instruction in communication | ||||||
| Use common gestures and facial expression in communication | ||||||
| 1.2 | Pronunciation and vocabulary | |||||
| Recognizes new words used in themes | ||||||
| Pronounce the vocabulary related to the theme correctly | ||||||
| Use vocabulary learnt to communicate confidently | ||||||
| 1.3 | Language structure and function | |||||
| Use subject verb agreement to construction sentences on daily activities in relation to when they take place | ||||||
| Use indefinite pronoun (nobody, anybody, somebody) in communication to talk about daily activities at home and at school | ||||||
| Use singular and plural forms of irregular nouns for effective communications e.g. foot-feet, tooth-teeth, mouse-mice, ox-oxen | ||||||
| Use will/shall to talk about what they would want to become In future | ||||||
| Identify words that express future time/action for effective communication | ||||||
| Use opposite to construct simple sentence about safety at home ,school and environment | ||||||
| Use preposition to talk about the position and location of objects, people, animals and places. | ||||||
| Ask questions using what, when, how, why and where to learn about saving | ||||||
| Respond correctly to questions using what ,when ,how ,why ,whose ,where | ||||||
| Identify wh –word in a story ,poem or conversation for effective oral communication | ||||||
| Use adjective to describe people, things and actions in a festival | ||||||
| Describe given nouns in relation to shape ,colour and size correctly | ||||||
| Identify comparative and superlatives that are to describe people and things during play time and sports | ||||||
| Form comparatives and superlatives appropriately based on given examples | ||||||
| Use conjunction to talk about nutrition and disease e.g. and ,but ,because | ||||||
| 2.0 | READING | |||||
| 2.1 | Letter sound knowledge (phoenix reading ) | |||||
| Read longer words with letter –sound correspondence and combine sounds to read longer words accurately | ||||||
| 2.2 | Word reading | |||||
| Read more and longer words without letter-sound txt correspondence | ||||||
| 2.3 | Connected text and fluency | |||||
| Read a text of about 200 words transitioning from phrasal to fluent reading | ||||||
| Read at least 90 words per minute fluently and accurately and with expression | ||||||
| 2.4 | Comprehension | |||||
| Make production based on picture and titles and anticipate possible outcomes on a common text | ||||||
| Read and retell a story, poem or conversation. | ||||||
| Answer a simple direct and indirect questions based on a text of about 200 words | ||||||
| 3.0 | WRITTING | |||||
| Handwriting | ||||||
| Demonstrate neat and legible handwriting | ||||||
| 3.1 | Spelling | |||||
| Spell and write words correctly for effective in communication | ||||||
| 3.3 | Punctuate | |||||
| Recognize appropriate punctuation marks in a text | ||||||
| Use full stops ,capital and small letters ,questions marks correctly | ||||||
| 3.4 | GUIDED WRITINNG | |||||
| Write words from a prompt to demonstrate mastery of vocabulary | ||||||
| Recognition the correct form and meaning of the words to be used in filling I |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
SHUGHULI ZA KISWAHILI
Viwango:KUZ-kuzidishamatarajio,KUF-kukaribiamatarajio,MB-mbalinamatarajio
| Wekaalamakuashiriakiwango cha mwanafunzi ipasavyo | KUZ | KUF | KUK | MB | MAPENDEKEZO | |
| 1.0 | SHAMBANI | |||||
| 1.1 | Kusoma | |||||
| Kutambuasautimbilitofautizinazotamkwapamoja | ||||||
| Kutamkasautilengwaifaaavyo | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kusomamaneno,vifungunahadithizinazohusishasautilengwa | ||||||
| 1.2 | Msamiati | |||||
| Kutambuanakuelezamaanayamsamiatiunaohusishashughulizashambani | ||||||
| Kutungasentensiakitumiamsamiatiwashambani | ||||||
| 1.3 | Kusikilizanakuzungumza | |||||
| Kusikilizamasimulizikuhusushambanikwamakini | ||||||
| Kutajanakuelezavifaavinavyotumikashamabani | ||||||
| Kuelezashughulizinazofanywashambani | ||||||
| 1.4 | KUSOMA HADITHI | |||||
| Kusomahadithizapichazinazohusushamba | ||||||
| Kusikilizahadithizikisomwanakujibumaswalikwausahihi | ||||||
| Uchangamfuwakusomahadithi | ||||||
| 1.5 | KUANDIKA | |||||
| Kuandikakisakifupikwahatinadhifukulingananamada | ||||||
| 1.6 | SARUFI | |||||
| Kutumianafasiyatatuwakatiujao- umojanawingikatikasentensikwausahihi | ||||||
| Kusomanakuandikavifungunanafsiyatatukwaumojanawingi | ||||||
| 2.0 | UZALENDO | |||||
| 2.1 | Kusoma | |||||
| Kutambuanakutamkasautimbilitofautizinazotamkwapamoja | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kusomahadithizilizonamanenoyaliyonasautilengwa | ||||||
| Kusomakwakutumiasilabizinazotokananasautilengwa | ||||||
| 2.2 | MSAMIATI | |||||
| Kutambuamsamiatiambaounaohusiananauzalendo | ||||||
| Kuelezamaanayamsamiatiunaohusiananauzalendo | ||||||
| Kutumiamsamiatiwauzalendokatikasentensi | ||||||
| 2.3 | Kusikilizanakuzungumza | |||||
| Kutambuanakuyatumiamanenoyanayoonyeshauzalendokatikamawasiliano | ||||||
| Kusimulia visa vinavyojumuisha mambo yanayowezakuimarishauzalendo | ||||||
| Kuonyeshausikivukupitiakusikilizamasimulizi | ||||||
| 2.4 | KUSOMA HADITHI | |||||
| Kutambuarangizabendera | ||||||
| Kusomanakutambuamanenoyanayousiananauzalendo | ||||||
| Kusomanakusikilizahadithikuhusuuzalendo | ||||||
| 2.5 | KUANDIKA | |||||
| Kuandikakisakifupikwahatinadhifukulingananamada | ||||||
| 2.6 | SARUFI | |||||
| Kutungasentensiakitumia (-ake-na-ao) | ||||||
| 3.0 | MIEZI YA MWAKA | |||||
| 3.1 | Kusoma | |||||
| Kutambuanakutamkasautimbilizinazotamkwapamoja | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kusomamanenokwakutumiasilabizinazotokananasautilengwa | ||||||
| 3.2 | MSAMIATI | |||||
| Kutambuamieziyamwaka | ||||||
| Kuandikamajinayamieziyamwakakwamfuatano | ||||||
| Kutungasentensikwakutumiamajinayamiezi | ||||||
| 3.3 | Kusikilizanakuzungumza | |||||
| Kusikilizamasimulizakuhusumieziyamwaka | ||||||
| Kusimuliakuhusumatukiokatikamiezitofauti | ||||||
| 3.4 | KUSOMA HADITHI | |||||
| Kusikilizahadithiikisomwanakujibumaswaliipasavyo | ||||||
| Kusomahadithikuhusumiezi | ||||||
| Kufahamuhadithiiliyosomwa | ||||||
| Kuchangamkiakusomahadithi | ||||||
| 3.5 | KUANDIKA | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| Kujazamapengokwenyehadithikwamanenomwafaka | ||||||
| 3.6 | MSAMIATI(TARAKIMU) | |||||
| Kutambuanakusomanambari 1-100kwa maneno | ||||||
| 3.7 | sarufi | |||||
| Kuakifishasentensiipasavyokwakutumiakikomo. | ||||||
| 4.0 | Kazimbalimbali | |||||
| Kutambuanakutamkasautimbilizinazotamkwapamojailikuimarishamatamshi | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kuandikasilabinamanenoyanayohusishasautilengwa | ||||||
| 4.2 | msamiati | |||||
| Kutambuamsamiatiwakazimbalimbali | ||||||
| Kutungasentensuiakitumiamsamiatiwakazi | ||||||
| 4.3 | Kusikilizanakuzungumza | |||||
| Kusikilizakwamakinimasimulizikuhusukazimbalimbali | ||||||
| Kuelezakuhusukazitofauti | ||||||
| Kuthaminikazitofauti | ||||||
| 4.4 | Kusomahadithi | |||||
| Kutambuapichazawatukazimbalimbali | ||||||
| Kusomahadithikwaushihi | ||||||
| 4.5 | Kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 4.6 | sarufi | |||||
| Kukanushanyakatikwausahihi(li, na –ta ) | ||||||
| 5.0 | usalama | |||||
| 5.1 | msamiati | |||||
| Kutambuamsamiatiambaohutumiwakatikausalama | ||||||
| Kutumiamsamiatiunaohusiananausalamakatikakutungasentensi | ||||||
| 5.2 | Kusikilizanakuzungumza (masimulizi) | |||||
| Kusimuliakuhusunjiazakudumishausalama | ||||||
| 5.4 | Kusomahadithi | |||||
| Kutambuapichazinazoonyeshausalama | ||||||
| Kusomahadithikuhusuusalamakwaustadi | ||||||
| Kusikilizahadithiunayosomewakwaumakini | ||||||
| 5.5 | Kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 5.6 | Sarufi | |||||
| Kutajanakuandikakinyume cha vitendokwausahihi | ||||||
| 6.0 | USAFI WA MAZINGIRA | |||||
| 6.1 | Msamiati | |||||
| Kutambuanakutajamsamiatiwausafiwamazingira | ||||||
| 6.2 | Kusikilizanakuzungumza | |||||
| Kutofautishamazingirasafinayasiyosafi | ||||||
| Kutambuaumuhimuwamazingirasafi | ||||||
| Kuelezakuhusuusafiwamazingiranajinsiyakuyatunza | ||||||
| 6.3 | Kusomahadithi | |||||
| Kutambuamsamiatiulioyumiwakatikahadithi | ||||||
| Kusikilizamwalimukwamakini | ||||||
| Kusomahadithikwaufasaha | ||||||
| 6.4 | Kuandika | |||||
| Kuandikakisakifupikuhusumazingirakwahatinadhifu | ||||||
| 6.5 | Sarufi | |||||
| Kutumiaharakanapolepolekwakutungasentensi | ||||||
| 7.0 | DUKANI | |||||
| 7.1 | msamiati | |||||
| Kutambuanakuelezamsamiatiwadukani | ||||||
| Kutumiamsamiatiwadukanikatikasentensi | ||||||
| 7.2 | Kusikilizanakuzungumza | |||||
| Kuelezashughulizadukani | ||||||
| Kusikilizamasimulizikuhusuuuzajikwamakini | ||||||
| 7.3 | Kusomahadithi | |||||
| Kusomahadithikuhusudukanikwaufasaha | ||||||
| Kudhaminibiasharamaishanikamanjiamojayakutegemeamaishani | ||||||
| 7.4 | Kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 7.5 | Sarufi | |||||
| Kutumiaalamayakuulizaipasavyokatikasentensi | ||||||
| 8.0 | NDEGE NIMPENDAYE | |||||
| 8.1 | Msamiati | |||||
| Kutajamajinayandegembalimbali | ||||||
| Kutambuamsamiatikuhusunjiazakutunzandege | ||||||
| 8.2 | Kusiklizanakuzungumza | |||||
| Kutajaainazandegewanyumbani | ||||||
| Kutambuandegeampendendayenakusimuliakumhusu | ||||||
| Kusikilizakwamakinimasimuliziyawengine | ||||||
| 8.3 | Kusomahadithi | |||||
| Kusomanakusikilizahadithizinazohusundege | ||||||
| Kufahamuhadithialiyoisomanaaliyoomewa | ||||||
| 8.4 | kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 8.5 | sarufi | |||||
| Kutumia “juuya” “chiniya” kwaufasahakatikasentensinamawasiliano | ||||||
| 9.0 | SOKONI | |||||
| 9.1 | Msamiati | |||||
| Kutambuamsamiatiunaohusiananashughulizasokoni | ||||||
| 9.2 | Kusikilizanakuzungumza | |||||
| Kutajavituvinavyopatikanasokoni | ||||||
| Kutajawatuwanaopatikanasokoni | ||||||
| Kuelezashughulizinazoendeshwasokoni | ||||||
| Kuelezaumuhimiwasoko | ||||||
| 9.3 | Kusomahadithi | |||||
| Kusomahadithikuhususokonikwaufasaha | ||||||
| Kufahamuhadithialiyoisomanaaliyosemewailikupataujumbe | ||||||
| 9.4 | Kuandika | |||||
| Kuandikakisakifupikutumihatinadhafu | ||||||
| 9.5 | Sarufi | |||||
| Kutumia ‘’ndaniya ‘’ na ‘’ njeya’’ katikasentensiilikuimarishamawasiliano | ||||||
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
C.R.E ACTIVITIES ASSESSMENT
KEY: EX- exceeding expectation, MT-meets expectation, AP-approaches expectation, BE –Below expectation
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | CREATION | |||||
| 1.1 | SELF AWARENESS | |||||
| Appreciate himself/herself as created in the image and likeness of God for his glory | ||||||
| Recognize god as the creator of every part of his/her body to glorify him | ||||||
| Control thoughts and feelings in daily life | ||||||
| Make choices that are acceptable to God in their life | ||||||
| 1.2 | MY FAMILY | |||||
| Recognize the head of the family and respect them | ||||||
| Name family members in the nuclear and extended family for identification | ||||||
| Draw the family tree to understand relationship within the family | ||||||
| 1.3 | ADAM AND EVE | |||||
| Acknowledge God as the creator of Adam and eve as our first parents o earth | ||||||
| Describe how Adam and eve disobeyed God and desire to obey God in their daily lives | ||||||
| State the results of disobeying Gods command to avoid sin | ||||||
| Explain the importance of obeying parents to live a harmonious family life | ||||||
| Explain the importance of obeying teachers to promote good relationship at school | ||||||
| 2.0 | THE HOLY BIBLE | |||||
| 2.1 | The bible as the word of god | |||||
| Differentiate the bible from other books as a holy book used by Christians | ||||||
| Explain how the writing of the bible was different from other books and respect it | ||||||
| Name the four gospel book in the new testament of Jesus Christ | ||||||
| Appreciate the bible as a guide in their daily lives | ||||||
| 2.2 | THE BIBLE STORY | |||||
| Narrate what happened in the story of Moses and the burning bush ad relate it with the holy place of worship | ||||||
| Discuss how Moses expressed obedience and apply it in their daily lives | ||||||
| 2.2.2 | The big fish swallows Jonah | |||||
| Narrate the story of Jonah and be obedient to God | ||||||
| 2.2.3 | Naaman is healed | |||||
| Describe the healing of Naaman and desire to have faith in God | ||||||
| Appreciate Gods as the healer of all diseases | ||||||
| 2.2.4 | The three Hebrew me are rescued from fire | |||||
| Narrate the story of the three Hebrew men to strengthen their relationship with God | ||||||
| Trust God to cope with daily challenges | ||||||
| 2.2.5 | Elisha and the boys | |||||
| Explain the story of Elisha and the boys and relate it to their daily challenges | ||||||
| Apply the story in their daily lives by respecting the elderly at home church school and the community | ||||||
| 3.0 | THE EARLY LIFE OF JESUS CHRIST | |||||
| 3.1 | Wise men guided by the star | |||||
| Identify the star that guided the wise men and desire to be by God in their daily lives | ||||||
| Describe how the wise men were guide by the stars | ||||||
| 3.2 | Home town of Jesus Christ | |||||
| Name the home town of Jesus Christ and their own towns to promote a sense of belonging | ||||||
| 3.3 | The good Samaritan | |||||
| Narrate the story of good Samaritan and relate it to their daily lives | ||||||
| Appreciate the act of the good Samaritan by being kind to people in need | ||||||
| 3.4 | The little boy with fives loaves and two fish | |||||
| Explain the miracles of the five loaves and two fish and practice kindness to others | ||||||
| State the number of baskets that remained after feeding the people and relate it to keeping the environment clean | ||||||
| Appreciate the miracle of the fives loaves and two fish by sharing with others | ||||||
| 3.5 | Jesus Christ walks o water | |||||
| Describe the miracle of Jesus Christ walking on water and having faith in god | ||||||
| Appreciate Jesus power in their lives to overcome daily challenges | ||||||
| 3.6 | Raising of Jairus daughter | |||||
| Analyze the miracle of raising Jairus daughter and have faith in god | ||||||
| Appreciate the power of Jesus over death | ||||||
| 3.7 | Easter | |||||
| Mention the importance of Easter in the of Christians | ||||||
| Identify the resurrection of Jesus Christ by taking part in Easter celebration | ||||||
| 4.0 | CHRISTIAN VALUES | |||||
| 4.1 | Honesty | |||||
| Narrate the story of animals and Saphira and desire to be honest in their lives | ||||||
| Explain the importance of respecting other peoples items for harmonious living | ||||||
| 4.2 | Thankfulness | |||||
| Describe ways of thanking God for crating them | ||||||
| Thank God for their family friends and teachers ad appreciate them at the time | ||||||
| 4.3 | Forgiveness | |||||
| Describe the story of the unforgiving servant and relate it to their interaction with others | ||||||
| Desire to forgive others I their day to day lives | ||||||
| 4.4 | TURST | |||||
| Identify people they can trust for their own safety | ||||||
| Mention the people to report to incase of danger for appropriate action to be taken | ||||||
| Discus the effect of talking about others for harmonious living | ||||||
| 4.5 | Responsibility | |||||
| Discus the importance of personal hygiene for healthy living | ||||||
| Develop responsibility by not expecting a reward when they do chores at home | ||||||
| 5.0 | THE CHURCH | |||||
| 5.1 | prayer | |||||
| Recite the lords and apply in their daily lives | ||||||
| Show respect to God during prayer by adopting different posture of prayer | ||||||
| 5.2 | The holy spirit | |||||
| Discus the coming of the holy spirit on the day of Pentecost and relate it to their lives | ||||||
| Identify the work of the holy spirit in the life of a Christian | ||||||
| Appreciate the fruit of the holy spirit by living harmoniously with others | ||||||
| Desire to be led by the holy spirit as they make decision in life |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | BASIC MOTOR SKILLS | |||||
| 1.1. | LOCOMOTORS SKILLS | |||||
| 1.1.1 | SKIPPING | |||||
| Name parts of the body that are in use during skipping | ||||||
| Appreciate the importance of observing health habits for our well being | ||||||
| 1.1.2 | GALLOPING | |||||
| Preforming galloping in different ways such as directions,pathways,levels and different tempo such as slowly, moderate and fast | ||||||
| Establish the relationship through galloping for critical thinking and problem solving | ||||||
| Observing rules | ||||||
| 1.1.3 | DODGING | |||||
| Name the body parts that are in use during dodging for the body awareness | ||||||
| Perform dodging in different ways: directions pathways and levels | ||||||
| Establish relationship while dodging | ||||||
| Appreciate dodging for strength,co-ordinates balance and self esteem | ||||||
| Obey riles when playing games for own and safety | ||||||
| 1.1.4 | SLIDING | |||||
| Explore sliding in different ways for the body awareness | ||||||
| Perform sliding In different ways | ||||||
| Establish relationship through sliding | ||||||
| Appreciate sliding for strength coordinate, balance and self esteem | ||||||
| Observe | ||||||
| 1.2 | NON-LOCOMOTOR SKILLS | |||||
| 1.2.1 | TWISTING | |||||
| Perform twisting I different ways | ||||||
| Establish relationship through twisting for critical thinking and problem solving | ||||||
| Appreciate twisting for strength,co-ordination balance and self –esteem | ||||||
| Obey rules when playing games | ||||||
| 1.3 | MANIPULATIVE SKILLS | |||||
| 1.3.1 | STRIKING | |||||
| Perform striking in different ways | ||||||
| Establish relationship through striking for critical thinking and problem solving | ||||||
| Observe rules while playing games | ||||||
| 1.3.2 | PUNTING | |||||
| Identify parts of the body use for punting | ||||||
| Perform punting in different ways | ||||||
| Establish relationship | ||||||
| 1.3.3 | DRIBBLING | |||||
| Name the body parts that are used in dibbling | ||||||
| Perform dribbling in different ways for co-ordinations ,endurance and balance | ||||||
| Appreciate and develop attitude and willingness while playing | ||||||
| 2.0 | SWIMMIING | |||||
| 2.1 | WATER SAFETY | |||||
| 2.1.1 | H.E.L.P (Heart escape lessening position) | |||||
| Name a floating technique that they know for self- esteem | ||||||
| Explain the meaning of H.E,L.P | ||||||
| PERFOM H.E,L.P FOR SURVIVAL | ||||||
| APPRECIATE H.E,L.P for rescue | ||||||
| Obey swimming rules for own and other safety | ||||||
| 2.2 | BASIS SWIMMING SKILLS | |||||
| 2.2.1 | ARM ACTION IN WATER FRONT CRAWL | |||||
| Demonstrate different actions that the arm can make in water for body awareness | ||||||
| perform the body action in front crawl in swimming | ||||||
| Observe the rule | ||||||
| Establish relationship in water | ||||||
| 2.2.2 | KICKING(LEG action in water) IN FRONT CRAWL | |||||
| Perform kicking –leg action in front crawl in swimming | ||||||
| Appreciate the game | ||||||
| Make relationship through playing the game | ||||||
| Observe rule | ||||||
| 2.2.3 | STRAFISH FLOAT | |||||
| Name some fish that lives in water | ||||||
| Perform starfish float In water for survival | ||||||
| Appreciate floating in water using the starfish float for survival | ||||||
| 3.0 | GYMNASTIC | |||||
| 3.1 | STASTIC BALANCE | |||||
| 3.1.1 | V BALANCE | |||||
| Name body parts in use during v balance | ||||||
| 3.2 | DYNAMIC BALANCE | |||||
| 3.2.1 | BEAM BALANCE | |||||
| Perform beam balance for strength, balance and co-ordination | ||||||
| Appreciate the beam balance perform | ||||||
| Make relationship through performance of beam balance | ||||||
| Observe rules while playing the game | ||||||
| 3.3 | STATIC BALANCE | |||||
| 3.3.1 | CRAB STAND BALANCE | |||||
| Perform the crab stand balance for strength and coordination | ||||||
| Appreciate performing the crab and stand balance | ||||||
| Make relationship through playing the game | ||||||
| Observe rules while playing the game | ||||||
| 3.4 | DYNAMIC BALANCE | |||||
| 3.4.1 | BACKWARD ROLL | |||||
| Name the body part in use during crab walk | ||||||
| Perform crabwalk | ||||||
| Appreciate crab walk strength ,coordination and excellence | ||||||
| Obey rules during crab walk |
PHYSICAL COMPETENCE ASSESSMENT
KEY: EX EXCEEDING EXPECTATION, MT –MEETS EXPECTATION, AP-APPROACHES EXPECTATION BE-
BELOW EXPECTATION.
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
LITERACY ACTIVITIES ASSESSMET
KEY: EX-exceeding expectation, MT-meets expectation AP-approaches expectation BE-Below Expectation
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | LISTENING AND SOEAKING | |||||
| 1.1 | IMITATION | |||||
| Creatively use appropriate language with different people | ||||||
| Listen and respond appropriately | ||||||
| Control thought and feelings in daily lives | ||||||
| 1.2 | Story telling | |||||
| Use digital knowledge to create stories | ||||||
| Acquire an accurately use appropriate words and phrase from stories | ||||||
| develop an interest in telling stories for pleasure | ||||||
| Demonstrate techniques of effective story telling | ||||||
| 1.3 | Effective communication (sharing experience ) | |||||
| Use compound and complex sentence to link thought | ||||||
| Listen and use talk to organize and clarify thoughts and ideas | ||||||
| Communicate needs and feelings in a variety of ways | ||||||
| Demonstrate willingness to interact with others | ||||||
| Appreciate the importance of sharing one another’s feelings | ||||||
| 1.4 | Talk about | |||||
| Identify messages conveyed in a thematic story and engage in oral discussions | ||||||
| Use appropriate expression to describe people situations and events | ||||||
| Develop an interest to read stories ad text | ||||||
| 1.5 | Presentation skills | |||||
| Ask critical question on the decision making in their environment | ||||||
| Subsequently position their views using appropriate words example :firstly ;secondly ;lastly | ||||||
| 2.0 | READING | |||||
| 2.1 | INDEPENDENT READING | |||||
| Identify the main idea in a passage | ||||||
| Silently read a given passage | ||||||
| Develop an interest In reading for pleasure | ||||||
| Effectively answer question from independent reading | ||||||
| Use learnt vocabulary from own reading | ||||||
| 2.2 | Reading comprehension | |||||
| Read with accuracy, fluency and understanding | ||||||
| Locate information in a text | ||||||
|
| Develop an interest in reading widely on varied subject | |||||
| 3.0 | WRITING | |||||
| 3.1 | Sentence formation | |||||
|
| Write a variety of compound and complex sentence structure | |||||
| Make and organize notes and paragraph appropriately | ||||||
| Use writing to generate and organize | ||||||
| 3.4 | Spelling instruction | |||||
| Correct misspelled words | ||||||
| Spell words correctly in writing | ||||||
| 3.3 | HANDWRITING | |||||
| Use capital letters correctly | ||||||
| Use appropriate spacing between words | ||||||
| Use of legible and neat handwriting | ||||||
| 3.4 | CREATIVE WRITING | |||||
| Creatively create simple texts in written and digital formats | ||||||
| Use connecting words appropriately and effectively in writing | ||||||
| Develop an interest in writing |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
MUSIC ACTIVITIES ASSESMENT
KEY:EX-EXCEEDING EXPECTATION,MT-MEETS EXPECTATION,AP-APPROACHES EXPECTATION,BE –BELOW EXPECTATION
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | PERFORMING | |||||
| 1.1 | Songs | |||||
| Identify and name different types of song performed for different purpose in the community for awareness | ||||||
| Sing a variety of age song appreciation songs in unison paying attention to accuracy in pitch and rhythm for enjoyment and self-expression | ||||||
| Sing all verses of the Kenya national anthem in English and Kiswahili with proper etiquette for patriotism cohesion and peaceful coexistence. | ||||||
| Sing 3- part rounds keeping to the respective parts for enjoyment | ||||||
| Execute the elements of music to the singing for effective communication | ||||||
| Express ideas feeling and emotions through singing for self | ||||||
| Appreciate the importance of singing songs from devices culture and time | ||||||
| Record own and others performance using electronic device for appreciation and digital literacy | ||||||
| 1.2 | Singing games | |||||
| Perform various singing games drawn from local and other culture for enjoyment | ||||||
| Perform singing games with coordinated body movements for aesthetic effect | ||||||
| Perform singing games while observing own and safety | ||||||
| Practice games etiquette for integrity | ||||||
| Share available resources during the performance of singing games for equity | ||||||
| Appreciate and enjoy performing singing games from diverse culture
| ||||||
| 1.3 | Musical instrument | |||||
| Identify and name different string instrument used in music making | ||||||
| Identify string instrument visually and aurally in preparation for improvisation | ||||||
| Demonstrate the skills of playing string instrument to improve performance | ||||||
| Use locally available materials to make improvised creativity | ||||||
| Use improvised string instrument to accompany song for enjoyment | ||||||
| Used improvised percussion wind and string instrument for enjoyment and digital literacy | ||||||
| 1.4 | DANCE | |||||
| Use body movement that are part of daily experience in variety of ways in dance enjoyment | ||||||
| Use body zones and body parts appropriately in response to music | ||||||
| Apply locomotors and non-locomotors/axial movement imaginatively to create own dance | ||||||
| Observe basic element of of dance in a dance performance for effective execution of dance | ||||||
| Practice etiquette during during dance performance for integrity | ||||||
| Perform appropriate simple dance from diverse culture for appreciation and enjoyment | ||||||
| Appreciate and enjoy performing different cultural dance for cultural preservation | ||||||
| Use digital devices to learn and record various dances for digital literacy and enjoyment | ||||||
| 2.0 | CRATING AND COMPOSING MUSIC | |||||
| 2.1 | Rhythm | |||||
| Improvise rhythmic accompaniment to familiar songs using body percussion and other instrument for enjoyment | ||||||
| Create own simple rhythmic patterns using body percussion and other improvised percussion for creativity and imagination | ||||||
| Use digital devices for creating rhythmic accompaniment to familiar songs for enjoyment | ||||||
| 2.2 | Melody | |||||
| Identify melodic variations in familiar simple tunes demonstrating an awareness of pitch and rhythm | ||||||
| Create melodic variation to familiar tunes in preparation for composition | ||||||
| Apply variation of tempo and dynamic of familiar songs for enjoyment | ||||||
| Use new words to a familiar tune for effective communication | ||||||
| Create own melodic patterns from differently pitched objects to enhance creativity | ||||||
| Use digital device In creating and recording own created melodic pattern for digital literacy and presentation to others for discussion | ||||||
| 3.0 | LISTENING AND RESPONDIG | |||||
| Element of music | ||||||
| Express initial personal reactions to musical performance for self-expression | ||||||
| Distinguish and categorize sounds heard for aural discrimination | ||||||
| Relate selected music to personal experience/story/event/for emotional expression | ||||||
| Imitate short melodies with literacy in pitch and rhythm for aural development | ||||||
| Use appropriate terminology in explaining/discussing music listened to effective communication | ||||||
| Relate specific music to appropriate events in the community |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
HYGIENE AND NUTIRTION ACTIVITIES ASSESMENT
KEY (EX- Exceeding Expectation, MT-meet expectations, AP-approaches expectation, BE-Below expectations
|
| Tick appropriately under each categories to rate of learners ability | EX | MT | AP | BE | COMMENT |
| 1.0 | HEALTHPRACTICES | |||||
| Importance of breakfast | ||||||
| State the meaning of breakfast | ||||||
| Identify time when breakfast | ||||||
| Name food items for breakfast as a healthy habit | ||||||
| Tell the importance of breakfast as a healthy habit | ||||||
| 1.2 | Oral hygiene | |||||
| Identify good habits that promote healthy teeth | ||||||
| Identify harmful oral habits that damage their teeth | ||||||
| Brush teeth properly | ||||||
| 1.3 | Uses of different rooms in the house | |||||
| name different rooms in the house | ||||||
| Mention uses of different rooms in the house | ||||||
| List equipment in different rooms in a house | ||||||
| 1.4 | Cleaning utensils | |||||
| Tell reasons for cleaning utensils | ||||||
| Name materials used for cleaning utensils | ||||||
| Clean dry and store utensils properly | ||||||
| 1.5 | Danger of second hand smoke | |||||
| Mention substances that people smoke that are harmful | ||||||
| Explain the word second hand smoke | ||||||
| Mention effect of the second hand smoke to our health | ||||||
| 1.6 | Keeping water safe from contaminated | |||||
| Explain water contamination | ||||||
| Show ways in which water is contaminated | ||||||
| 1.7 | Re-using water and soap at home | |||||
| Explain the meaning of reusing | ||||||
| Mention the way of re-using water at home | ||||||
| 2.0 | Personal hygiene | |||||
| Using and caring for personal items | ||||||
| 2.1 | Identify personal items used for personal cleanliness | |||||
| Identify reasons we shouldn’t share personal items | ||||||
| State method of cleaning personal items | ||||||
| 3.1 | Food | |||||
| Basic taste of food | ||||||
| Identify four basic taste in a variety of food | ||||||
| Classify food according to their tastes | ||||||
| 3.2 | Eating habit | |||||
| Mention what family members and friends eat and drink | ||||||
| Mention food likes and dislike of friends and family members | ||||||
| Give reasons why different people like different foods | ||||||
| 3.3 | Meals and snacks | |||||
| Tell the number of meals taken daily | ||||||
| Tell the difference between meals and snacks | ||||||
| Mention the importance of taking meals and snacks at the right time | ||||||
| 3.4 | Grouping of foods | |||||
| Group foods according to different parts of the plant they come from | ||||||
| 3.5 | Food for school going children | |||||
| Mention foods eaten by school going children | ||||||
| State the amount of food suitable for school going children and dangers of eating too much | ||||||
| State importance of eating enough food | ||||||
| 3.6 | Food advertisement | |||||
| Tell the effect of food advertisement on their feeling and food choice | ||||||
| Can choose healthy foods without influence of advertisement and guide others to do the same | ||||||
| 3.7 | Handling an cooking food | |||||
| Name hygiene practice while handling food | ||||||
| State factors to observe when buying food from a food vendor | ||||||
| 4.0 | Safety education | |||||
| 4.1 | Waste disposal in classroom | |||||
| Identify types of waste found in the classroom | ||||||
| classroom | ||||||
| Practice waste collection and proper disposal of waste in the classroom | ||||||
| 4.2 | Accidents and basic first aid | |||||
| Tell accidents occurring in the classroom | ||||||
| Name the course of common accidents in the classroom | ||||||
| Explain ways of preventing common accidents | ||||||
| Demonstrate first aid procedure for accident |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ART AND CRAFT
KEY EX-Exceeding Expectations, MT-Meets Expectation, AP-Approach Expectation, BE-Below expectation
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | Drawing | |||||
| 1.1 | Forms | |||||
| Identify a variety of forms in physical and ICT | ||||||
| Identify tools and material used in drawing forms | ||||||
| Drawing simple forms | ||||||
| Appreciate own and others work | ||||||
| 1.2 | Texture | |||||
| Identify types of texture in physical and ICT | ||||||
| Identify materials and tools that can be used in creating texture | ||||||
| Create simple texture effect in drawing | ||||||
| 2.0 | PAINT AND COLOUR | |||||
| 2.1 | Paint shapes and observation | |||||
| Identify and name material used for painting | ||||||
| Mix paint correctly and paint simple shape | ||||||
| Draw and paint the national flag | ||||||
| Paint simple shapes using ICT | ||||||
| 3.0 | PARTTER MAKING | |||||
| 3.1 | TEXTURES PATTERN | |||||
| Create simple texture patterns for self-expression | ||||||
| 3.2 | Shape pattern | |||||
| Observe shape pattern in the environment and in digital media | ||||||
| Create simple shape pattern for self-expression | ||||||
| 3.3 | Letter pattern | |||||
| Observation of letter pattern in the environment and ICT | ||||||
| Create simple letter pattern fleshed or using ICT | ||||||
| 4.0 | Mounting technique | |||||
| 4.1 | collage | |||||
| Collection of materials from the sorounding | ||||||
| environment | ||||||
| Create simple pictures in collage using locally available materials | ||||||
| 5.0 | Decorating forms | |||||
| 5.1 | Decorating egg shells | |||||
| Observe teacher sample and decorate egg shells by painting and pasting colored papers | ||||||
| 5.2 | Decorating plastic containers | |||||
| Decorate plastic container by pasting colored papers | ||||||
| 6.0 | ornaments | |||||
| 6.1 | Double strand neckless | |||||
| Observe beaded ornaments from teachers sample | ||||||
| Create necklace with local materials using double strand beading | ||||||
| 6.2 | Double strand bracelet | |||||
| Observe teachers sample | ||||||
| Create own bracelet using double strand beading with local materials | ||||||
| 7.0 | FABRIC DECORATION | |||||
| Printing on fabric with cut out stamps | ||||||
| Observe cut out stamp printed fabric from teachers samples | ||||||
| Print fabric using cut out stamps for decoration | ||||||
| 8.0 | MODELLING | |||||
| 8.1 | Slab technique | |||||
| Observing items made using slab technique materials and tools from the teacher | ||||||
| Model simple objects using slab technique | ||||||
| 8.2 | Pallet technique | |||||
| Observing teachers items made using pallet technique materials tools | ||||||
| Model simple object using pallet technique | ||||||
| 9.0 | sculpture | |||||
| 9.1 | toys | |||||
| Make simple toys using local materials for playing | ||||||
| Appreciate playing with toys | ||||||
| 9.2 | kites | |||||
| Make simple kites using locally available materials | ||||||
| Appreciate playing with toys | ||||||
| 10.0 | weaving | |||||
| Weaving on a serrated card loom | ||||||
| Weave one color table mat using a serrated loom for self-expression |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENVIRONMENT ACTIVITIES ASSESSMENT
KEY: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE-Below Expectation
| Tick appropriately under each category to rate learner’s ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | ENVIRONMENT AND ITS RESOURCES | |||||
| 1.1 | Weather | |||||
| Exploring unfavorable weather conditions | ||||||
| Describe unfavorable weather conditions | ||||||
| Observe the effects of unfavorable weather conditions for safety | ||||||
| 1.1.2 | Develop curiosity in identifying effects of weather | |||||
| Identify ways of keeping safe from unfavorable weather conditions | ||||||
| Keep safe from unfavorable weather conditions | ||||||
| Demonstrate knowledge of keeping safe from unfavorable weather conditions | ||||||
| 1.2 | Water | |||||
| 1.2.1 | Making water safe | |||||
| Identify ways of making water safe and clean for use at home | ||||||
| Make water clean and safe | ||||||
| Construct a simple water filter for cleaning water at home | ||||||
| Appreciate using clean and safe water to reduce health risks | ||||||
| 1.3 | Soil | |||||
| 1.3.1 | Exploring soil characteristics | |||||
| Differentiate soils by texture from provided soil samples | ||||||
| Differentiate soil by size of soil particle | ||||||
| Name the three type of soil based on their characteristics | ||||||
| Develop interest in characteristics of soil as an environmental resources | ||||||
| 1.4 | Plants | |||||
| 1.4.1 | Identify different type of plants | |||||
| Categorize plants in the immediate environment according to specified features | ||||||
| Appreciate the rich diversity in plants | ||||||
| 1.42 | Safety when handling plants | |||||
| Describe safe ways of handling different plants | ||||||
| Observe safety when handling different plants in the immediate environment | ||||||
| Appreciate the need to handle plants responsibly to reduce health risks | ||||||
| 1.5 | Animals | |||||
| 1.5.1 | Importance of animals | |||||
| State different uses of animals to people | ||||||
| Identify different uses of animals to people | ||||||
| Identify different animals that provide food products | ||||||
| Appreciate the importance of animals to people | ||||||
| 1.6 | Energy: heat | |||||
| 1.6.1 | Sources of heat | |||||
| Identify source of heat in the environment | ||||||
| Match different sources of heat to their fuels to the environment | ||||||
| Identify use of fuel energy in the environment | ||||||
| Use heat energy responsibly | ||||||
| 1.6.2 | Dangers of heat energy | |||||
| Identify materials that can start fire in the house | ||||||
| Identify dangers of heat energy at home | ||||||
| Demonstrate an understanding of safe ways of moving from the house in case of fire outbreak | ||||||
| 2.0 | SOCIAL ENVIRONMENT | |||||
| 2.1 | Harmonious leaving in the community | |||||
| 2.1.1 | Sanitation in the community | |||||
| Describe ways of keeping the market place clean | ||||||
| Participate in keeping the market place clean to promote social cohesion | ||||||
| Appreciate a clean market place for good health | ||||||
| 2.2 | Keeping safe in the community | |||||
| 2.21 | Identify the appropriate ways of responding to strangers in the community | |||||
| Respond appropriately to strangers in the community | ||||||
| Take personal responsibility in keeping safe to limit risks | ||||||
| 2.2.2 | Safe and dangerous places in the community | |||||
| Identify safe places in the community | ||||||
| Identify dangerous places in the community | ||||||
| Keep personal safety in the community | ||||||
| Respond appropriately to security threats in the community | ||||||
| 2.3.0 | Safe travel | |||||
| 2.3.1 | Basic road safety signs | |||||
| Recognize basic road safety signs | ||||||
| Use basic road safety signs appropriately to enable safe travel | ||||||
| Appreciate the use of basic road safety sign in enabling safe travel | ||||||
| 2.4.0 | Environmental and cultural events in the community | |||||
| State how cultural events promote environmental and social wellbeing in the community | ||||||
| Participate in cultural events that promote environmental and social wellbeing in the community | ||||||
| Develop interest in environmental and cultural events to promote social wellbeing in the community | ||||||
| 2.5.0 | Enterprise projects | |||||
| 2.5.1 | Waste management for income generation project at school | |||||
| Identify ways of using waste responsibly to generate income | ||||||
| Determine suitable waste management activity to generate income at school | ||||||
| Participate in waste management activity in school to generate income | ||||||
| Develop interest in undertaking income generating activities in waste management | ||||||
| 3.0 | CARING FOR THE ENVIRONMENT | |||||
| 3.1 | Caring for plants | |||||
| 3.1.1 | Communicating plants protection messages in the community | |||||
| Give ways of protecting plants in the community | ||||||
| Create and communicate persuasive messages on plants protection | ||||||
| Appreciate plant protection in the community | ||||||
| 3.2 | Caring for animals | |||||
| 3.2.1 | Caring for animals in distress |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
ANNUAL SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
SOCIAL /BEHAVIOUR REPORT
KEY
S – SATISFACTORY
I – IMPROVEMENT
Report to be completed by the class teacher
| BEHAVIOUR | ASSESMENT |
| Considering for others | |
| Organization for school resources | |
| Accepts responsibility | |
| Works independently | |
| Works well with others | |
| Completes assignments at school | |
| Completes home assignments | |
| Participates in community service learning | |
| Use time wisely | |
| Has reverence for God as per a super being | |
|
OTHER COMMENTS FROM THE TEACHER |
|
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